Course Description: Course Themes and Learning Goals

This course emphasizes the development and extension of the knowledge and skills required for the production of non traditional visual art forms; namely digital manipulation, interactive animations, digital videos, etc. Students will analyse and evaluate media art works and will create their own works using a variety of technologies and processes including using programs and medias such as Flash, Photoshop, Audition, After Effects, DSLR Cameras, Digital Video Cameras, etc. Although technology is a large portion of this course, this course stresses the use of technologies to express ones ideas. Students will maintain a digital portfolio of their media art works which will help in their pursuit of post-secondary opportunities. Prerequisite: AWQ 3M0, AWT 3M0 or AVI 3M0 Recommended: AWT 3M0

Theme 1

Digital Journal A Variety of Short Projects

Theme 2

Transformation Evolution

Theme 3

ELEVEN

Theme 4

Theme 5

Critique Learning to Speak

Summative Assessment & Exam ► TBA

STUDENT ASSESSMENT, EVALUATION, AND REPORTING IN PEEL SECONDARY SCHOOLS (Growing Success Policy 2010 and Peel Policy 14)

Overarching Learning Goals Ministry Course Overall Expectations

Achievement Chart Category

EVIDENCE OF LEARNING OBSERVATIONS;

CONVERSATIONS; PRODUCTS

Creating and Presenting (A)

(A1) The Creative Process: apply the creative process to create a

variety of art works, individually and/or collaboratively;

(A2) The Elements and Principles of Design: apply elements and

principles of design to create art works for the purpose of self-expression

and to communicate ideas, information, and/or messages;

(A3) Production and Presentation: produce art works, using a variety

of media/materials and traditional and/or emerging technologies, tools,

and techniques, and demonstrate an understanding of a variety of ways

of presenting their works and the works of others.

Reflecting, Responding and Analysing (B)

(B1) The Critical Analysis Process: demonstrate an understanding of

the critical analysis process by examining, interpreting, evaluating, and

reflecting on various art works;

(B2) Art, Society, and Values: demonstrate an understanding of how

art works reflect the society in which they were created, and of how they

can affect personal values;

(B3) Connections Beyond the Classroom: demonstrate an

understanding of the types of knowledge and skills developed in visual

arts, and identify various opportunities related to visual arts.

Foundations (C)

(C1) Terminology: demonstrate an understanding of, and use correct

terminology when referring to, elements, principles, and other

components related to visual arts;

(C2) Conventions and Techniques: demonstrate an understanding of

conventions and techniques used in the creation of visual art works;

(C3) Responsible Practices: demonstrate an understanding of

responsible practices related to visual arts.

Course Weighting Term 70% Final 30%

Knowledge 14% Summative 20%

Thinking 14% Exam 10%

Communication 14%

Application 28%

Knowledge Knowledge of content(e.g., facts, terms,

definitions) standing of content (e.g., concepts, ideas, theories, procedures, processes)

Quizzes Tests Reflections Artwork Analysis

(Written and Oral) Elements of Art Principles of Design Use of Technology Proposals, Planning

and Rough Work Verbal Critiques Written Critiques Group Evaluation Homework Conferences Sketchbook, Photo

Journal and Digital Journals

Artwork Analysis Group Work

Teacher/Student Meetings/Mentoring

Artwork Digital Artwork Film/Analog Animation Mixed-Media

Thinking Use of planning skills(e.g., focusing

research, gathering information,)

Use of processing skill (e.g., analysing, generating, integrating, synthesizing)

Use of critical/creative thinking processes (e.g., inquiry process, problem-solving)

Communication Expression and organization of ideas

and information (e.g., clear expression)

Communication for different audiences and purposes in oral, written, and visual forms

Use of conventions vocabulary, and terminology of the discipline in oral, written, and visual forms.

Application Application of knowledge and skills

(e.g., concepts, procedures, processes, and/or technologies) in familiar contexts

Transfer of knowledge and skills (e.g.,concepts, procedures, methodologies, technologies) to new contexts

Making connections within and between various contexts

Department: The Arts

Subject Area: Visual Arts Course: AWT 4M0, Grade 12 Non Traditional, University / College Preparation

The organization and evaluation practices of this course have been designed to conform to the requirements of Ontario Ministry of Education policies (Growing Success Document).

Mississauga Secondary School: Course Overview

Assessment and Evaluation - Key Terms and Definitions:

Assessment for Learning: The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there(e.g. portfolios, observations, conversation, Non-graded quizzes, pre-tests, minute papers, exit tickets, written assignments, concept maps, interviews, progress

monitoring, performance). The information gathered is used by teachers to provide feedback and adjust instruction and by students to focus their learning. Assessment for learning is a high-yield instructional strategy that takes place while the student is still learning and serves to promote learning.

Assessment as Learning: The process of developing and supporting student metacognition. Students are actively engaged in this assessment process: that is, they monitor their own learning (e.g. learning logs, metacognitive questions and self-assessment using Graphic Organizers, Interviews, Conferences); use assessment feedback from teacher, self, and peers to determine next steps; and set individual learning goals (e.g. goal setting). Assessment as learning requires students to have a clear understanding of the learning goals and success criteria (e.g. co-constructing rubrics/check lists, self assessment, peer assessment). Assessment of learning: The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgements about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. (e.g. test, summative assignment) The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. It occurs at or near the end of a cycle of learning.

Assessment for learning (e.g., diagnostics for next steps)

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Assessment as learning (e.g., self and peer assessment – students are taking

part in the learning process)

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Assessment of learning

(e.g., evidence of knowledge learned/

mark reporting/ unit summative)

Learning Skills: It is an expectation that each student is assessed not only on their academic achievement but also on their Learning Skills. These skills include: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self Regulation. Learning skills will not be factored into the grade for this course but will appear on the report card. It is important to remember that the development and consistent practice of these skills will influence academic achievement. Late and Missed Assignments Please see the Policy on Absence of Evidence of Student Achievement as outlined of the student agenda Plagiarism and Cheating Please see the Policy on Plagiarism and Cheating as outlined in the student agenda Homework, Assignments and Effective Communication To earn a credit students have a responsibility to submit sufficient evidence of understanding within established deadlines. It is in the student's best interest to submit evidence of learning at every opportunity that is provided, so that his/her grade accurately reflects what was learned. In the event that a student produces insufficient evidence in the key understandings for the course, the entire credit is at stake. Student Signature: _________________________________ Parent Signature: ____________________________